Provide activities: That enable students to respond to a real-world or authentic challenge Continue reading →
Audience: Students, K-12 
Youth engaged in formal, elementary and secondary education programs
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Siemer, W. F., & Knuth, B. A. (2001) Finding 2
To increase ownership and empowerment, design programs with a strong emphasis on:
- Combining: a) field activities; b) curriculum activities; c) family and community involvement
- Multi-faceted experiences, which are more likely to lead to an increase in skills, knowledge and motivation than education which includes only one of the above elements.
Siemer, W. F., & Knuth, B. A. (2001) Finding 1
To increase ownership and empowerment, design programs to:
- View the behavior-change process as one that takes place over an expanse of time, in a combination of formal and non-formal settings, within the context of a supportive social environment.
Madzura, T. (2004) Finding 1
Facilitate school-based watershed education programs through interactive resources and communication among groups using an interactive website Continue reading →
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 2
Develop, promote, and/or disseminate pre-developed materials, hands-on activities and grade level appropriate software about priority water topics. Continue reading →
Noel, C. (2004) Finding 1
Prepare youth to inform and engage communities about watershed information as a mechanism for reaching audiences who are geographically scattered when resources are limited Continue reading →
Dijksterhuis, O. W. (1996) Finding 2
Understand the roots of the environmental management problem and select your target audience based on a specific need. For example, if economic activity is most closely associated with the environmental problem, outreach initiatives should relate to the needs and interests of the target audience engaged in the economic activity Continue reading →
Fortner, R. W., & Lahm, A. C. (1990) Finding 2
Use multiple methods to introduce specific concepts. Repeat concepts throughout the education experience Continue reading →
Magee, M. L. (2004) Finding 1
To build capacity among urban schools to deliver water education effectively and with a community-based focus, provide:
- A nationally tested curriculum linked to national and state academic standards
- Training workshops for local partner, volunteer, and expert networks
- Training and support for teachers, volunteers and community leaders
- Service learning opportunities
- Program evaluation procedures.
- Encourage student-led projects
Walker, A. (2004) Finding 1
When developing watershed education teacher manuals, identify barriers to implementation and adapt materials to respond to identified needs. Continue reading →
